CCSS.Math.Content.5.OA: Operations and Algebraic Thinking

CCSS.Math.Content.5.OA.A: Write and interpret numerical expressions.

CCSS.Math.Content.5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

 Order of Operations

CCSS.Math.Content.5.OA.B: Analyze patterns and relationships.

CCSS.Math.Content.5.OA.B.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

 City Tour (Coordinates)
 Function Machines 1 (Functions and Tables)
 Function Machines 2 (Functions, Tables, and Graphs)
 Points, Lines, and Equations

CCSS.Math.Content.5.NBT: Number and Operations in Base Ten

CCSS.Math.Content.5.NBT.A: Understand the place value system.

CCSS.Math.Content.5.NBT.A.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

 Cannonball Clowns (Number Line Estimation)
 Modeling Decimals (Area and Grid Models)
 Treasure Hunter (Decimals on the Number Line)

CCSS.Math.Content.5.NBT.A.3a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

 Comparing and Ordering Decimals
 Modeling Decimals (Area and Grid Models)
 Treasure Hunter (Decimals on the Number Line)

CCSS.Math.Content.5.NBT.A.3b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

 Comparing and Ordering Decimals
 Treasure Hunter (Decimals on the Number Line)

CCSS.Math.Content.5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundredths.

CCSS.Math.Content.5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

 No Alien Left Behind (Division with Remainders)

CCSS.Math.Content.5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

 Multiplying Decimals (Area Model)
 Multiplying with Decimals
 Sums and Differences with Decimals

CCSS.Math.Content.5.NF: Number and Operations-Fractions

CCSS.Math.Content.5.NF.A: Use equivalent fractions as a strategy to add and subtract fractions.

CCSS.Math.Content.5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 Fraction Artist 2 (Area Models of Fractions)
 Fractions with Unlike Denominators

CCSS.Math.Content.5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

 Fraction Artist 2 (Area Models of Fractions)

CCSS.Math.Content.5.NF.B: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

CCSS.Math.Content.5.NF.B.4b: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

 Multiplying Fractions

CCSS.Math.Content.5.MD: Measurement and Data

CCSS.Math.Content.5.MD.A: Convert like measurement units within a given measurement system.

CCSS.Math.Content.5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

 Unit Conversions

CCSS.Math.Content.5.MD.C: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

CCSS.Math.Content.5.MD.C.3a: A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

 Balancing Blocks (Volume)

CCSS.Math.Content.5.MD.C.3b: A solid figure which can be packed without gaps or overlaps using 𝘯 unit cubes is said to have a volume of 𝘯 cubic units.

 Balancing Blocks (Volume)

CCSS.Math.Content.5.MD.C.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

 Balancing Blocks (Volume)

CCSS.Math.Content.5.MD.C.5a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

 Balancing Blocks (Volume)

CCSS.Math.Content.5.MD.C.5b: Apply the formulas 𝘝 = 𝘭 × 𝘸 × 𝘩 and 𝘝 = 𝘣 × 𝘩 for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

 Balancing Blocks (Volume)
 Prisms and Cylinders

CCSS.Math.Content.5.G: Geometry

CCSS.Math.Content.5.G.A: Graph points on the coordinate plane to solve real-world and mathematical problems.

CCSS.Math.Content.5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).

 City Tour (Coordinates)

CCSS.Math.Content.5.G.A.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

 City Tour (Coordinates)
 Points in the Coordinate Plane

CCSS.Math.Content.5.G.B: Classify two-dimensional figures into categories based on their properties.

CCSS.Math.Content.5.G.B.4: Classify two-dimensional figures in a hierarchy based on properties.

 Classifying Quadrilaterals
 Parallelogram Conditions
 Special Parallelograms

Content correlation last revised: 8/20/2015

* Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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